L.E.A.D. stands for List; Experience Activity; Discuss.
L- (list) The teacher generates a list of specialized vocabulary around a topic. EA- (Experience Activity) The class participates in an activity using the words from the teacher generated list. D- (Discuss) Teacher and students participate in a discussion where the teacher utilizes words from the list to ask and answer questions about the experience.
L.E.A.D. is somewhat inspired by LEA (Language Experience Activities), which was developed in 1963 for Maori and native English speaking children (Ashton-Warner, 1963; Spache & Spache, 1964; Stauffer, 1965). LEA's develop literacy and vocabulary through personal experiences and oral language keeping the learner and language in mind. Hall (1970) describes "Language Experience Activities" (LEA) as personalized, communicative and creative activities, where all communication skills are integrated (e.g. reading, writing, listening and speaking).
According to Janet Allen...
Janet recommends that the L.E.A.D. strategy should be used to encourage active participation in creating specialized vocabulary lists from various instructional concepts and content area texts. She emphasizes that L.E.A.D provides a way for teachers to assess prior knowledge and provides students with opportunities to participate in developing specialized vocabulary lists, use those specialized words throughout an experiential activity and discuss that experience using specialized vocabulary.
According to Michella...
Experience Activities in relation to language and vocabulary development have a variety of benefits for students, especially those who are struggling readers or English Language Learners. Experience activities bring together reading, writing, art, language and more through a social constructivist approach to learning, or "learning from a knowledgeable other" (Newman & Holzman, 1993). Experience activities can help learners understand topics more deeply, while enhancing creativity through storytelling and writing.
While the concept of L.E.A.D. is born from well established research, the examples and explanations provided by Janet Allen have some shortcomings. For instance, Janet suggests in several of her examples for "L" (list), that the teacher should generate the list of specialized/ target vocabulary. Hall (1970), however, points out that materials/ vocabulary should be generated by the learner through an experience that is connected to the interest of the student. Throughout the experience, the teacher can incorporate and introduce relevant, new vocabulary to the student(s). Additionally, "Experience Activities" can also be done in content area instruction, reinforcing new vocabulary and concepts integrated into the actual experience (Heller & Greenleaf, 2007).
One other weakness in this chapter is in relation to the examples provided by Janet. Many of the examples do not incorporate "experience", but rather "discussion. This creates more of an L.D.D. (List, Discuss, Discuss) activity, rather than one that incorporates actual experiences. While discussion is an important part of L.E.A.D. and L.E.A., it should not take place of an actual experience.
More information on Language Experience Activities can be found by clicking here!
References:
Ashton-Warner, S. (1963). Teacher. New York: Simon & Schuster.
Hall, M. A. (1970). Teaching reading as a language experience. Columbus, OH: Charles Merrill.
Heald-Taylor, G. (1989). Whole language strategies for ESL students. San Diego: Dormac.
Heller, R., & Greenleaf, C. (2007). Literacy instruction in the content areas: Getting to the core of middle and high school improvement. Washington, DC: Alliance for Excellent Education.
Krashen, S. D., & Terrell, T. D. (1983). The natural approach. Hayward, CA: Alemany Press.
Newman, F., & Holzman, L. (1993). Lev Vygotsky: Revolutionary scientist. London: Routledge.
Spache, G., & Spache, E. (1964). Reading in the elementary school. New York: Allyn & Bacon.
Stauffer, R. G. (1965). A language experience approach. In J.A. Kerfoot (Ed.), First grade reading programs, perspectives in reading No. 5. Newark, DE: International Reading Association.
What is L.E.A.D...
L.E.A.D. stands for List; Experience Activity; Discuss.L- (list) The teacher generates a list of specialized vocabulary around a topic.
EA- (Experience Activity) The class participates in an activity using the words from the teacher generated list.
D- (Discuss) Teacher and students participate in a discussion where the teacher utilizes words from the list to ask and answer questions about the experience.
L.E.A.D. is somewhat inspired by LEA (Language Experience Activities), which was developed in 1963 for
Maori and native English speaking children (Ashton-Warner, 1963; Spache & Spache, 1964; Stauffer, 1965). LEA's develop literacy and vocabulary through personal experiences and oral language keeping the learner and language in mind. Hall (1970) describes "Language Experience Activities" (LEA) as personalized, communicative and creative activities, where all communication skills are integrated (e.g. reading, writing, listening and speaking).
According to Janet Allen...
Janet recommends that the L.E.A.D. strategy should be used to encourage active participation in creating specialized vocabulary lists from various instructional concepts and content area texts. She emphasizes that L.E.A.D provides a way for teachers to assess prior knowledge and provides students with opportunities to participate in developing specialized vocabulary lists, use those specialized words throughout an experiential activity and discuss that experience using specialized vocabulary.According to Michella...
Experience Activities in relation to language and vocabulary development have a variety of benefits for students, especially those who are struggling readers or English Language Learners. Experience activities bring together reading, writing, art, language and more through a social constructivist approach to learning, or "learning from a knowledgeable other" (Newman & Holzman, 1993). Experience activities can help learners understand topics more deeply, while enhancing creativity through storytelling and writing.While the concept of L.E.A.D. is born from well established research, the examples and explanations provided by Janet Allen have some shortcomings. For instance, Janet suggests in several of her examples for "L" (list), that the teacher should generate the list of specialized/ target vocabulary. Hall (1970), however, points out that materials/ vocabulary should be generated by the learner through an experience that is connected to the interest of the student. Throughout the experience, the teacher can incorporate and introduce relevant, new vocabulary to the student(s). Additionally, "Experience Activities" can also be done in content area instruction, reinforcing new vocabulary and concepts integrated into the actual experience (Heller & Greenleaf, 2007).
One other weakness in this chapter is in relation to the examples provided by Janet. Many of the examples do not incorporate "experience", but rather "discussion. This creates more of an L.D.D. (List, Discuss, Discuss) activity, rather than one that incorporates actual experiences. While discussion is an important part of L.E.A.D. and L.E.A., it should not take place of an actual experience.
More information on Language Experience Activities can be found by clicking here!
References:
Ashton-Warner, S. (1963). Teacher. New York: Simon & Schuster.
Hall, M. A. (1970). Teaching reading as a language experience. Columbus, OH: Charles Merrill.
Heald-Taylor, G. (1989). Whole language strategies for ESL students. San Diego: Dormac.
Heller, R., & Greenleaf, C. (2007). Literacy instruction in the content areas: Getting to the core of middle and high school improvement. Washington, DC: Alliance for Excellent Education.
Krashen, S. D., & Terrell, T. D. (1983). The natural approach. Hayward, CA: Alemany Press.
Newman, F., & Holzman, L. (1993). Lev Vygotsky: Revolutionary scientist. London: Routledge.
Spache, G., & Spache, E. (1964). Reading in the elementary school. New York: Allyn & Bacon.
Stauffer, R. G. (1965). A language experience approach. In J.A. Kerfoot (Ed.), First grade reading programs, perspectives in reading No. 5. Newark, DE: International Reading Association.
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